LET REVIEWER  PROF. ED

        Developmental Reading

1.      Ms. Sigua entered the classroom and posted images that she has taken from he story she is about to tell the students. Before she started telling the story out of the pictures posted on the board. Which of the following approaches reflects the practice of the teacher?

Ø  Language Experience Approach

2.      Mrs. Dizon entered the classroom and showed a list of word families like cat, mat, fat, rat, pat, and bat. What approach is described in this situation?

Ø  Phonics approach

3.      Mr. Palo distributed a K-W-L chart to his students so they could fill up the K and W columns. Which of the following reasons DOES NOT justify such activity?

Ø  Confirming, revising or rejecting an earlier assumption about a topic

4.      Mr. Lilang wants to develop creative thinking in his students even before he asks his students to silently read the short story for the day’s reading lesson. Which of the following activities should he provide the students so he could achieve his aim?

Ø  Asking the students to write story impressions out of the posted pictures of scenes five from the story to be read

PART III

1.      Which of the following results of an IRI graded reading passages is used to predict a learner’s functional reading level?

Ø  Percentage of oral reading miscues and percentage of correct answer to comprehension question

2.      Mrs. Sabate handles fourth grade English and is currently teaching simile and metaphor using short for children. Which of the following lessons does she want the students to better understand?

Ø  Author’s use of figurative language

3.      Mr. Salvador notices t5hat his student, Robert, cannot decode sight words that are supposed to be easy for students of his age. Which of the following activities, then, should Mr. Salvador provide for Robert?

Ø  Phonemic awareness activities

4.      Among native speakers of English, students from Grade 7 and up are supposed to be ready for abstract reading. What does this imply?

Ø  Learners on this level can manipulate objects and ideas mentally

5.      All the three reading theories recognize the role of the reader and the text in the comprehension process. However, only the interactive model accounts for the reading situation in the meaning-making process. What factor does the interactive model consider in the reading process?

Ø  Context

6.      The four-Pronged Approach upholds the holistic and balanced instruction in beginning reading. Which of the following principles characterizes the most important characteristic of this approach?

Ø  The integration of whole language, literature, and explicit instruction

7.      The reader’s prior knowledge plays a vital role in negotiating meaning and transaction with the text. To enhance the schemata of the learners, teacher Arabelle exposes her grade 2 pupils to the pragmatic use of language in their to day life experiences so that they develop rich vocabulary. What belief does the teacher manifest in this situation?

Ø  Word meanings aid textual understanding

8.      In one Grade 6 reading class in public school, teacher Samatha conducts  a regular 10 minute silent reading of an expository text in science. What is the best silent reading activity that Teacher Samantha can give her students?

Ø  Prepare reading road maps to guide reader-text interactions

9.      Mr. Siruet is a Science teacher in Ilocos. He strongly believes that devoting 10-15 minutes for real-time reading in the classroom and guiding the pupils’ interaction with Science materials before of after doing an activity is better than just assigning them to read at home and make sense of the text on their own. What could be the best explanation or Mr. Siruet’s reading practice?

Ø  Experience with print enriches vocabulary and understanding of Science concepts

10.  Teacher Jeremiah is planning an integration lesson using Social Studies text Grade 5 English class. Which of the following is the best thing to do to activate his pupils’ background knowledge?

Ø  Present advance organizer of the topic

11.  Ms. Yelena handles Grade 4 classes in Makabayan. Before conducting any discussion, she make sure that her pupils have read the text by allotting 7-10 minutes of silent in the classroom. Which of the following should NOT be done by Ms. Yelena during silent reading activity?

Ø  Leave students to do what want in reading silently by themselves

12.  As a post-reading activity in any content-area reading class, which of the following should be avoided by the teacher?

Ø  Ask questions to score comprehension

13.   Reading in the content area aims to help students make sense of the text and negotiate meaning as reader actively interact with the text.

Ø  Allow student to ask questions

14.  A student asked the teacher to tell him the meaning of the word “disestablishmentarianism” , which is found in the text that the student read. Instead of explicitly stating the meaning of the word, the teacher asked the student segment the word and look for its base word through these word parts. Which of the following vocabulary strategy did the teacher use to help the students arrive at the meaning of the unfamiliar word?

Ø  Structural Analysis

15.  Ronald is about to buy a book. After taking a book from the display shelf, he looked at the title, opened it and looked at the table of contents, then the summary found at the back  cover. He realized that what he took from the shelf is not what he needs. Which of the following strategies do you think did Ronald to decide why he does not need it?

Ø  Skimming

16.  Which of the following words BEST lends itself to the teaching of structural analysis as a strategy to unlock the meaning of an unfamiliar word?

Ø  Undesirable

17.  Belinda is having a difficulty comprehending the novel, “Florante at Laura”, because the author’s narration seems to be different than he actual order of events that have happened in the story. Which strategy should the teacher model to Belinda so he would be able to understand the text?

Ø  Constructing a timeline

18.  Which of the following activities BEST develops creative reading?

Ø  Giving an alternative ending for a story read

19.  Which of the following activities should be the last option for a metacognitve reader if he does not make sense of the expository text he is reading?

Ø  Sounding out each word while reading the text

20.  Mr. Javier has just ended the silent reading activity he provide for his students and he deems it necessary to discuss the story. If he wants to model critical reading to his students, which question should he likely ask himself?

Ø  Would it be unfair to close a fairy tale with a sad ending after the princess meets the prince? Why?

21.  Mrs. Corazon wants her students to respond creatively to the story they have just read in class. Which of the following activities should be provided for the students so that she could achieve her aim?

Ø  Writing a letter to a character in the story

22.  Which of the following activities is NOT appropriate in helping readers develop organizational comprehension of expository texts?

Ø  Unlocking vocabulary words through context

23.  When Brylee read the sentence, “The bankruptcy made a run on the bank”, he thought that bankruptcy literally ran on the bank. What explains this phenomenon?

Ø  There is a mismatch between he reader and writer’s field of experiences

24.   Ms. Jazmin prepared controversial statements,which are taken from the social studies text that she is about to teach to her students, after this when she met her class, she made them explain their reasons before they finally read the text. What does the teacher clearly demonstrate in this situation?

Ø  Reading through preparational strategies

25.  Mr. Manantan’s assessment of his student clearly reveals that they lack proficiency in identifying the structure of different types of expository texts and they have a difficulty plotting the details of these texts when asked to convent the ideas into graphical representational. What should Mr. Manantan teach and model?

Ø  The use of preparatioanal strategies 

LET REVIEWER PROF. ED

        Developmental Reading

1.      Mrs. Manuel believes in the power of environmental print to develop the pupils’ sight word recognition, print orientation, and even comprehension in a meaningful way. Which of the following materials is NOT an example of environmental print?

Ø  Big books

2.      Ms. Custodio teaches preschool. She is preparing to employ a shared book experience activity for her kindergarteners. Which of the following materials should Ms. Custodio probably need?

Ø  Big books

3.      Ms. Adona asks her pupil to point to the first word that should be read in the big book. Then, she asks the pupil to point to the last word to be read. Which of the following assessment measures does Ms. Adona employ in this situation?

Ø  Concepts about Print Test

4.      Ms. Padilla is a Grade 1 teacher who is concerned with building letters into words into sentences. She uses flashcards so the pupils can sound out syllables and words correctly. What reading model is reflected in Ms. Padilla’s instruction?

Ø  Bottom-up model

5.      Ms. Torres believes that her pupils need direct sensory contact and physical manipulation in the classroom so that they learn easily and recall input effortlessly. What is the grade level of Ms. Torres’ class?

Ø  Pre-school

6.      Mr. Morauda is a Grade 1 Teacher who plans reading instruction as a part of the language block. He provides varied reading experiences that involve children sitting quietly, silently reading library books or making a book based on their own experiences. What theoretical model of reading does Mr. Morauda show?

Ø  Interactive model

7.     One Grade 3 teacher of English to multilingual learners has just finished reading a story to the class. Which of the following is the best post-reading activity for the learner?

Ø  Have students write about what they have read

8.      Mr. German is a teacher handling English for a culturally-diverse class. He would regularly read aloud to his pupils, would provide time for free silent reading, recreational reading, and would lend them magazines ad newspapers. What factor  in reading does Mr. German want to cultivate among his  pupils?

Ø  Interest in reading

9.      Mr. Ace is new grade 1 teacher who is unsure whether the pupils are ready for beginning reading instruction. What must he observe before he begins his lesson?

Ø  The pupils have achieved unity of their capabilities with their interests

10.  Teacher Millicent knows well that the text or he print material is one factor that affects reading. So she tries to match the text with the ease or difficulty of students’ comprehension based on the style of writing, what text factor does Teacher Millicent consider in the choice of reading materials for her class?

Ø  Readability

11.  Ms. Morallos teachers her grade 6 class how to write a summary of an expository text. In her discussion, she explains what it is, models it through think aloud, and informs her pupils when and how this skill learned in the classroom can be used even during their own free silent reading. She provides them with guided and independent practice before she conducts an evaluation. What approach to teaching is reflected in Ms. Morallos’ practice?

Ø  Indirect instruction

12.  Request is a strategy used to develop learners’ ability in asking significant questions. The teacher needs to model questioning skills and let the pupils practice the same until the learners are ready to use the skill automatically. What is the best reason for teaching the learners this skill?

Ø  Learners become purposive when they set their own question while reading

13.  Mr. Guiterrez is planning to have a list of 200 words in Science for the school’s vocabulary development program. After going through all the books used by his fourth grade pupils, he is still in the dask as to what words need to be included in his list. Which of the following criteria should NOT be the basis of Mr. Guitierrez for word selection?
      -difficult words

14.  Mr. Malaya is teaching a 3^rd year high school class in world history. The student need note taking, outlining, and study skills. If he wants to help the students learn these strategies, which of the following skills should he model to them first?

Ø  Getting main idea

15.  Which of the following beliefs is consistent with the bottom-up perspective in reading?

Ø  A reader could read a text when he can translate the visual symbols to their aural equivalent

16.  Which of the following reading skills or strategies utilizes a bottom-up procedure in dealing with unfamiliar words?

Ø  Structural analysis

17.  Before a reader could read the WORD, he must learn to read the WORLD first. What does this imply?

Ø  Words are only representations of the concepts that the child or reader knows before encountering the print

18.  Mr. Velasquez explicitly teaches his students the rhetorical patterns of an information text taken from a science textbook. Which of the following does the teacher want to develop in the reader?

Ø  Formal schemata

19.  Ms. Rebolledos uses the timeline as a graphic organizer to teach the readers to understand a given expository text. Which of the following organizational structures might be the one used in the exposition of the text’s information?

Ø  Sequential or chronological

20.  Which of the following is the BEST reason why regression is a good metacognitve reading technique?

Ø  Reader use it to monitor comprehension when the text seems not to make sense

21.  Edward is reading a book and he needs to know the meaning of the word “obliterate.” However, the passage does not give enough clues for dictionary so he would know what the word means. Which of the following strategies should he use so that he would know the meaning of the unfamiliar word?

Ø  Scanning

LET REVIEWER PROF. ED

Curriculum Development

1.      Which curriculum design element is taking place when Eduardo, a 4^th year student can connect the lessons he learned in a subject area to a related content in another subject area?

Ø  Integration

2.      The following curricular changes took place in what particular period? Restore Grade VII, double-single session was abolished and more textbooks were written by Filipino authors?

Ø  Philippine republic                      

3.      This concept includes the sub-processes of curriculum planning organization, implementation and evaluation. Which concept is this?

Ø  Curriculum development            

4.      If curriculum is the “means”, what is the “end”?

Ø  Instruction                                      

5.      The curriculum used during this period in Philippine history terminated the use of English as a medium of instruction. What period was this?

Ø  Japanese

6.      Which of the following statements about the concept of curriculum is NOT quite acceptable?

Ø  It consists of everything that goes within the school

7.      What process is being undertaken by curriculum developers when they enrich, or modify certain aspects of a particular program without changing its fundamental conception?

Ø  Curriculum improvement                       

PART III

1.       What design element establishes of the vertical linkage from level to level to avoid glaring gaps and wasteful overlaps?

Ø  Articulation                         

2.      What refers to the authenticity of the content selected by the curriculum developer?

Ø  Validity

3.      What do we call the allocation of content to a definite grade capable of learning?

Ø  Grade placement               

4.      Which pattern of experience centered curriculum centers round the normal activities of children and is based on each child’s needs, interests and potentials?

Ø  Child centered                   

5.      Which curriculum development phase focuses on the change which will take place in certain aspects of the curriculum without changing the fundamental conceptions?

Ø  Curriculum design 

6.      Which is NOT a component of curriculum designing?

Ø  Diagnosis of needs

7.      Which type of curriculum design serves as response to society’s demand for integration of knowledge and enables the learner to see relationship among various aspects?

Ø  Broadfield                           

8.      Who controls subject centered curriculum?      

Ø  Teacher                    

9.      To provide for individual differences in the classroom, how curriculum designed?

Ø  Some degree of flexibility is provided

10.  To ensure success in curriculum development, which of the following specific actions should a curriculum leader avoid?

Ø  Show that you too desire to improve

11.  Which of the following is a reason for the continuous appraisal of the existing curriculum in all levels?

Ø  Changing needs and condition of society

12.  Which of the following best defines curriculum development?

Ø  The planning of learning opportunities intended to bring about certain desired changes in pupils and the assessment of the extent to which these changes have taken place

13.  To build a sense of pride among Filipino youth, which should be done in the curriculum?

Ø  Re-study our history and stress on our achievement as a people

14.  What do you call the curriculum when the teacher puts into action all the different planned activities in the classroom?

Ø  Taught curriculum

15.  Which statement about the subject-centered curriculum is Not true?

Ø  There is a high level of cooperative interaction

16.  School divides the school hours to different subject such as reading, grammar, literature, math, science, history and geography. What curriculum design is referred here?

Ø  Subject-centered

17.  Which is NOT a description of the learner-centered curriculum?

Ø  Emphasis upon facts and knowledge for future use

18.  The K- 12 curriculum is otherwise called as

Ø  Enhanced Basic Education Curriculum

19.  What refers to an individuals who have a direct and indirect influence in curriculum development?

Ø  Stakeholders                                  

20.  What refers to the appropriateness of the content in the light of the particular students who are to experience the curriculum?

Ø  learnability

21.  Which of the following statements is NOT acceptable?

Ø  Assessment establishes what is to be accomplished in teaching and learning

22.  Which characteristic of good curriculum highlights the psychological nature of the learner?

Ø  Classroom practices give attention to the maturity and learning problems of each pupil

23.  Objectives must be evaluated in the light of practical considerations, including teacher competence, availability of instruction materials time allotment, etc. What characteristic of educational objective is defined by the aforementioned statement?

Ø  Feasibility

24.  “Knowledge is true if it is workable.” What philosophical foundation support this statement?

Ø  Pragmatism

25.  As a member of the curriculum committee, your chief concern is to give the child freedom to choose what to learn and believe, as you allow them to set their own identities and standards. What philosophy will you consider?

Ø  Existentialism